Active Listening in MTI Interpreting Introductory Course for Chinese Students

Hairuo WANG


MTI students who are native Chinese, though already acquired a reasonable level of English, were not able to adequately interpret the English speech into Chinese at the beginning of the course, mostly probably because of their inadequate comprehension. In order to be able to develop interpreting skills, students should be able to acquire the ability of active listening. The purpose of this study is to try to figure out indicators of active listening at the beginning stage of the interpreting course for the teachers to refer to in the identification of this stage of students’ development and form teaching strategies accordingly. The study is based upon the observation and analysis of the corpus of the national finals of the 3rd CTPC Cup All China Interpreting Contest, whose contestants were at the stage of active listening, and yet to be further developed to be professionals. It was found out that there are six indicators showing the ability of active listening and four types of practices can be formed based upon the six indicators. The research limitation is that it is yet to be further studied on how long the teaching of active listening should last in the interpreting course. In the interpreting courses, it is possible for the teachers to refer to the six indicators and the four types of exercises to help the students get through this stage of development and lay a good foundation for their further development in interpreting.


MTI; Interpreting courses; Active listening

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